Educating for place responsiveness: An australian perspective on ethical practice

Ethics, Place and Environment 6 (2):99 – 115 (2003)
Abstract
A useful linkage can be made between recent literature on the philosophy and ethics of place and Australian work on education for place responsiveness. Place education, which holds a creative tension between deep experience and critical awareness, has a central role to play in any practical expression of an ethic of place. The way forward is suggested by Stefanovic's mediated iterative process for group work and the suspension of outcome orientation and judgement to allow the experience to speak for itself prior to critical reflection for individual work. Malpas's philosophy of place and experience provides a framework for understanding the importance of narrative in structuring and being structured by place, and the significance of childhood place memories. Narrative emerges as a 'central organising principle' of place and identity, and can be viewed as both stories that connect us and stories that make us different. Place responsiveness work in Australia presents the opportunity for constructive intercultural dialogue and embedding new narratives of sustainability in place.
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